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Making Sense of Mathematics Teacher Education

  • Book
  • © 2001

Overview

Editors:
  1. Fou-Lai Lin

    1. National Taiwan Normal University, Taipei, Taiwan

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    You can also search for this editor in PubMed   Google Scholar

  2. Thomas J. Cooney

    1. University of Georgia, Athens, USA

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    You can also search for this editor in PubMed   Google Scholar

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-8
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  3. Making Sense of Mathematics

    1. Investigating Mathematics and Learning to Teach Mathematics

      • João Pedro Da Ponte
      Pages 53-72

    2. Using the Intuitive Rules Theory as a Basis for Educating Teachers

      • Dina Tirosh, Ruth Stavy, Pessia Tsamir
      Pages 73-85

    3. The Use of New Technologies as a Vehicle for Restructuring Teachers’ Mathematics

      • Colette Laborde
      Pages 87-109

  5. Making Sense of The Context of Teaching

    1. An Approach for Supporting Teachers’ Learning in Social Context

      • Paul Cobb, Kay Mcclain
      Pages 207-231

    2. Educating Student Teachers about Values in Mathematics Education

      • Alan J. Bishop
      Pages 233-246

    3. Pedagogical Values, Mathematics Teaching, and Teacher Education: Case Studies of Two Experienced Teachers

      • Chien Chin, Yuh-Chyn Leu, Fou-Lai Lin
      Pages 247-269

  7. Back Matter

    Pages 321-335
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Keywords

About this book

This is a research-based book on mathematics teacher education. It is about the learning of prospective and inservice mathematics teachers, mathematics educators, and researchers. The text is intended for a broad audience including teacher educators, mathematics educators, graduate students in mathematics education, and mathematics teachers at all levels of schooling. In offering an examination of teacher education programs from different societies and cultures, this book provides an international perspective on mathematics teacher education. Practical situations associated with related theories are studied critically throughout the chapters. The possibilities and constraints of making an analogy between mathematics learning theories and mathematics teachers' learning theories are argued and examined. New perspectives on mathematics teacher education are presented along with relevant examples thus enhancing the book's readability for international readers. BACKGROUND OF THE BOOK The book was inspired by the obvious need to address issues in mathematics teacher education. In particular, the following mission statement for the newly established Journal of Mathematics Teacher Education (JMTE) reflects the mission of this book as well. The Journal of Mathematics Teacher Education is devoted to topics and issues involving the education of teachers of mathematics at all stages of their professional development. JMTE will serve as a forum for research on teachers' learning, for considering institutional, societal, and cultural influences that impact the education of mathematics teachers, and for creating models for teachers of mathematics. (Editorial, JMTE, 1(1), p.

Editors and Affiliations

  • National Taiwan Normal University, Taipei, Taiwan

    Fou-Lai Lin

  • University of Georgia, Athens, USA

    Thomas J. Cooney

Bibliographic Information

  • Book Title: Making Sense of Mathematics Teacher Education

  • Editors: Fou-Lai Lin, Thomas J. Cooney

  • DOI: https://doi.org/10.1007/978-94-010-0828-0

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media New York 2001

  • Hardcover ISBN: 978-0-7923-6985-1Published: 31 July 2001

  • Softcover ISBN: 978-0-7923-6986-8Published: 31 July 2001

  • eBook ISBN: 978-94-010-0828-0Published: 28 June 2011

  • Edition Number: 1

  • Number of Pages: V, 335

  • Topics: Mathematics Education, Teaching and Teacher Education

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